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Aproximación al tratamiento de las paremias como pragmatemas y sus posibles aplicaciones ; Approach to the study of paroemias as pragmatemes and their possible aplications
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Caño Laguna, Almudena. - : Universidad de Alicante. Departamento de Filología Española, Lingüística General y Teoría de la Literatura, 2021
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TOWARDS CRITICAL LITERACY IN KOREAN HIGH SCHOOL EFL CLASSROOMS: NARRATIVE INQUIRY INTO TEACHER EMOTIONS AND THE USE OF CRITICAL MATERIALS
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Voice-user interfaces for TESOL: Potential and receptiveness among native and non-native English speaking instructors
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Kent, David. - : University of Hawaii National Foreign Language Resource Center, 2021. : Center for Language & Technology, 2021. : (co-sponsored by Center for Open Educational Resources and Language Learning, University of Texas at Austin), 2021
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Reading performance and perceptions of Lao EFL pre-service teachers following a culture of thinking implementation
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Phonekeo, Say; Macalister, John. - : University of Hawaii National Foreign Language Resource Center, 2021. : Center for Language & Technology, 2021
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INFORMAL ENGLISH LEARNING WITH ONLINE DIGITAL TOOLS: NON-LINGUIST STUDENTS
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In: Advanced Education; 2021: Special issue 17; 90-102 ; Передовое образование; 2021: Special issue 17; 90-102 ; Новітня освіта; 2021: Special issue 17; 90-102 ; 2410-8286 ; 2409-3351 (2021)
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Content edulcoration as ideology visualization in an English language coursebook
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In: Praxema (2021)
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ENGLISH LANGUAGE TEACHING USING ZOOM: A REPORT OF EXPERIENCES ; O ENSINO DE LÍNGUA INGLESA UTILIZANDO O ZOOM: UM RELATO DE EXPERIÊNCIAS
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In: ReTER; ReTER - Dossiê Práticas de Ensino Remoto nas Áreas de Educação, Letras e Interdisciplinar - v. 2, n. 2, 2021; e18/01-14 ; Revista Tecnologias Educacionais em Rede (ReTER); ReTER - Dossiê Práticas de Ensino Remoto nas Áreas de Educação, Letras e Interdisciplinar - v. 2, n. 2, 2021; e18/01-14 ; 2675-9950 (2021)
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(No) drama with grammar: A case study of a performative approach to teaching English conditional clauses to young adolescent learners
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Characteristics and experiences of third age foreign language learners
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Using design thinking as an approach to creative and communicative engagement in the English as a Foreign Language (EFL) classroom
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In: Journal of University Teaching & Learning Practice (2021)
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Productive Failure in Virtual Language Learning for English
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Rahayu, Puji. - : The University of Sydney, 2021. : Faculty of Arts and Social Sciences, Sydney School of Education and Social Work, 2021
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The interphonology of contemporary English corpus (IPCE-IPAC)
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In: French Studies Publications (2021)
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A Case Study of EFL Learners’ Identity and Investment in a Private Educational Company in China
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In: Electronic Thesis and Dissertation Repository (2021)
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Teacher cognition in EFL teaching: A study of non-native English- speaking teachers of English for Arabic-speaking students in Egypt with a particular focus on vocabulary
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Abstract:
Starting in the 1990s (Borg, 2003; Burns et al., 2015), studies on language teacher cognition and its role in language teaching and learning drew more on the cognitivist paradigm to investigate teachers’ mental processes and actions while paying less attention to the role of affect and sociocultural factors and their influence on cognition (Burns et al., 2015; Li, 2020). Besides, studies attempting to investigate the influence of social contexts focused more on the school or the classroom context rather than the wider sociocultural/sociohistorical milieus. There is also paucity in LTC research regarding NNESTs. This study implemented and integrated the concepts of language-game (Wittgenstein, 1953), perezhivanie (Vygotsky, 1994/1935) and habitus (Bourdieu, 1977) to explore NNESTs’ cognitions in teaching EFL in general and English vocabulary in particular while focusing on their past and present as both EFL learners and teachers. The study participants were in-service EFL teachers in public schools in Egypt. The data were collected in four phases using questionnaires (including open and closed questions), Q sorts, semi-structured interviews, and classroom observations. Quantitative data were analysed using both descriptive and inferential statistics (including exploratory factor analysis), and data from Q sorts were analysed using Q factor analysis. Qualitative data from the questionnaire were analysed using content analysis, while interview and observation data were analysed using thematic analysis. The findings revealed the role of language-games (or socially regulated use of language) in framing teachers’ concepts and convictions regarding several aspects of learning and teaching. They also revealed how lived experiences (perezhivaniya) and socially constructed emotions form an integral part of teachers’ cognitions, and how, together with socially structured dispositions (habitus), they influence their perceptions and practices as NNESTs. The findings also suggested how teachers’ cognitions about power relations based on sociocultural and sociohistorical factors are in interplay with their practices in language teaching. Whether in teaching English or its vocabulary, the findings showed that the teachers’ prior learning experiences with their sociohistorical dimensions along with current multi-layered contextual factors influenced teachers’ cognitions in several ways that would defy simplistic comparisons looking for alignment between their cognitions and their practices.
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Keyword:
cognition; EFL; habitus; language; language-game; perezhivanie; teacher; vocabulary
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URL: http://hdl.handle.net/10523/10778
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Utilising concept-based instruction in teaching pragmatics: Exploring the development of requesting behaviour of Iraqi Arabic-speaking EFL learners
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Corpus Pragmatics and Multimodality: Compiling an ad-hoc Multimodal Corpus for EFL Pragmatics Teaching
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Introducing literature inthe EFL clasroom: William Shakespeare's night's dream
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Are EFL Writers Motivated or Demotivated by Model Texts and Task Repetition? Evidence from Young Collaborative Writers
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In: International Journal of English Studies; Vol. 21 No. 2 (2021): Open Issue; 29-55 ; International Journal of English Studies; Vol. 21 Núm. 2 (2021): Open Issue; 29-55 ; 1989-6131 ; 1578-7044 (2021)
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Intercultural Teaching in the EFL Classroom : The Polish Context
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In: International Journal of English Studies; Vol. 21 No. 2 (2021): Open Issue; 1-28 ; International Journal of English Studies; Vol. 21 Núm. 2 (2021): Open Issue; 1-28 ; 1989-6131 ; 1578-7044 (2021)
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